Redes sociais em contextos escolares: convergências e divergências quanto ao conceito e uso

Abstract

With the intensification of access to digital channels and the acquisition of mobile devices by all segments of society, mass communication channels have become part of contemporary daily life. The article presents results from the first stage of longitudinal research that aims to understand the use of information, communication and expression technologies (TICE) in public school spaces. The objective is to present teachers 'and students' perceptions about Social Communication Networks as a pedagogical medium that supports study strategies in the organization of teaching and student work. With a qualitative approach and data collected through bibliographic review and application of semi-structured questionnaires, it presents reflections arising from research executed in a High School Center in the State of Tocantins, delimiting teachers and students as research subjects. The studies indicate that the transformations that occur in multimodal times-spaces of human formation, especially the school space, present different postures in the classroom and individual and collective actions expressed by the investigated subjects who sometimes converge and sometimes diverge their views regarding the possibilities pedagogical use of digital communication channels. Conclusively, there are divergences in the pedagogical perception on the use of social networks in school contexts.